Scheme of work Cambridge IGCSE

First Language English (0500)

v1 1Y11 Cambridge IGCSE First Language English (0500) 1

Unit 2: Developing writing skills

Recommended prior knowledge
Students will have written for a variety of purposes and in different genres previously. In particular they will have written informatively, discursively and
imaginatively, and have had practice in using different formats, such as letters, new reports and magazine articles. Their previous reading experience should have
acquainted them with different models of English writing.

Context
This unit should be studied as an introduction to the work in Units 6, 7 and 8.

Outline
The unit shows students how to be aware of the different aspects of writing skills and gives practice in written communication skills, structuring writing and
developing their knowledge of spelling, punctuation and grammar.

AO Learning objectives Suggested teaching activities Related assignments Learning resources
W4 Communicate with the
audience


1. Students read short extracts of different types
of writing, e.g. newspaper reports, text books,
travel brochures, instruction manuals. They
discuss in groups which features of the text e.g.
vocabulary, syntax, punctuation, sentence length
make each text appropriate for its target
audience.

2. Students do style / register transformations of
short texts to adapt them for a different audience,
e.g. change an email to a formal letter.



1. Students are given a selection
of topics and asked to write 2
paragraphs on the same topic
but aimed at different audiences,
e.g. a diary entry and a witness
statement.

2. Students read their passages
aloud to the class, who try to
identify the genre / audience.




Resource sheet
containing selection of
different examples of
writing.



Resource sheet
containing selection of
topics and relevant
information about them
from which students
choose their own topic to
write about.
W1 W3

Choose the right word


1. Teacher begins lesson by performing some
dramatic action with strong feelings, e.g. walks
into room angrily, slamming door. Teacher asks
1. Students replace underlined
words in a descriptive text with
more precise and evocative
Narrative passage with
underlined words and lists
of synonyms.
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AO Learning objectives Suggested teaching activities Related assignments Learning resources
class to write a paragraph describing what
happened and to be careful to choose the exact
words. Responses are read out, compared and
judged by the class.

2. Students are given lists of synonyms for words
in a short passage. They rank order them for
closeness to the original word, and then again for
strength of meaning according to their
connotations, e.g. anger = fury, rage, wrath,
annoyance, irritation.



ones. [E]

2. Students in pairs label a
picture of a person using precise
vocabulary to describe their
features and clothing [for
differentiation some students
can use a thesaurus]. Pictures
are displayed for comment by
class.

3. Students watch a film clip and
write a half-page report on the
event observed. They read
them out and class comments
on how the same incident is
reported differently.


Pictures of human figures
(old calendars or posters
can be used).






Online film clip or scene
from DVD.
W2 W5 Structure and
sequence


1. Students look at some short but complete texts
in genres used in previous activities to notice the
order of the material and how it differs for each
genre, e.g. some have an introduction, some use
the material chronologically, some repeat the
main points in a conclusion. Feedback to be
collected on board followed by discussion of why
and how genre and audience determine
structure.

2. Teacher elicits definition of a paragraph and its
structuring role in a text. Students find examples
in the texts being used of longer and shorter
paragraphs and reasons for this, e.g. news
reports use very short paragraphs.

3. Teacher demonstrates on board and students
practise paragraph building according to the PEE
chain method, i.e. a point (topic sentence)
developed into a paragraph by the addition of
1. Students in groups arrange
cut-up paragraphs of a short
story or separate pictures into a
logical order for a narrative text.

2. Students reconstruct a news
report which has its paragraphs
in the wrong order by putting
numbers against each.

3. Students choose from a list of
paragraph links to connect a
number of paragraphs to make a
cohesive text.
Selection of complete
texts in a coursebook or a
prepared resource sheet.


Envelopes for each group
containing 6 10
(differentiation by
quantity) of cut-up
photocopied photographs
or sections of a short
story. (N.B. Collapser
software will reorder text.)

List of connectives on
board, e.g., however,
furthermore, in
conclusion.


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AO Learning objectives Suggested teaching activities Related assignments Learning resources
explanation, evidence, exploration, or elaboration
to support it.
Text in which paragraph
connectors have been
blanked out. (N.B. Lists
and suitable work sheets
are available on
websites.)
W1W4
Write in different
genres and registers


1. Students in pairs or groups are given a grid to
fill in which lists genres of writing and they must
give the main typical features of style, i.e.
sentence length and type, kind and level of
vocabulary, paragraph length, degree of
formality, degree of objectivity, grammar features,
punctuation features. Class agree on a definitive
outcome to use in the next activity. [E]

2. Class to be set a topic, e.g. hurricanes, and
each pair or small group to be asked to write a
paragraph about it in a different genre, e.g.
narrative opening, news bulletin, science article,
charity appeal. These are then read out and
discussed by class. [E]

1. Students transform an
informal piece of writing to a
more formal register e.g. an
email to a formal letter. [F]



2. Students to produce a piece
of writing on a different topic in
imitation of the features of a
model they have been given. [F]



3. Students change a paragraph
of writing in the active voice into
the passive voice and comment
on the difference this makes,
and why some writing needs to
be impersonal.
Selection of texts
covering a range of
genres, which could come
from a coursebook,
teacher resource CD or
departmental portfolio.

Models which could come
from examiner reports or
previous A grade
students or teacher's own
writing. [Models can be
differentiated according to
difficulty level.]
W1 W3 Write in different
voices and viewpoints


1. Teacher explains that examination tasks
require students to adopt a persona and role so
that they use a wider range of vocabulary than
they normally would, and so that they can show
an understanding of meaning and character in a
text. Students offer ideas on how different voices
would use language and why e.g. headteacher,
strict aunt, angry resident, town mayor,
enthusiastic tourist.

1. Students create a voice for a
character in a literature text they
are studying in order to write a
short monologue. [F]

2. Students in pairs do dialogue
role plays with different voices,
e.g. parent and child.
3. Students rewrite a passage
from a different point of view
Literary text students are
familiar with.



Some varied texts,
particularly
autobiographies and
travel accounts to act as
models.
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AO Learning objectives Suggested teaching activities Related assignments Learning resources
2. Students look at argumentative media articles
by columnists and identify the way that their
views are conveyed e.g. exaggeration, irony,
mockery, repetition, shocking
vocabulary. [E]
from that of the original, i.e. as a
different character or taking an
opposite argumentative stance.
[F]
W5 Improve style and
accuracy


1. Students do sentence joining exercises using
subordinating connectives to form complex
sentences from 3 simple sentences.

2. Teacher elicits as revision the rules for the use
of full stops, commas, dashes, hyphens,
apostrophes, semi-colons and colons. Students
put the missing punctuation in a passage which
has had the punctuation removed.

3. Class revises spelling rules e.g. for ie.
words, double consonants, adverb endings
using examples on board and students provide
their own.

4. Students study spelling lists of useful words
often misspelt, underline the hot spots, are
tested on them, and do corrections using the
Look, Cover, Write, Check method.
1. Teacher requires students to
check their own and/or each
other's work before submission
and to correct their own work
when given back, so that
mistakes can be learned from
and not repeated.

2. Students in pairs make a list
of words they find difficult to
spell, e.g. necessary, definite,
liaison, accommodation,
embarrassment, separate. They
check the spelling of the words
in their list, and devise
mnemonics to help remember
them.
Coursebook material on
punctuation usage, and
complex sentence
formation.




Worksheet of simple
sentences for joining.

Short unpunctuated
passages. (N.B. These
can be found online.)
[Differentiation can be by
type/amount of
punctuation needed.]

Coursebook material on
spelling rules e.g. short
vowel followed by double
consonant common
patterns and suffixes
e.g. dis, ough, ight, qu,
ely and confused
homonyms, e.g. their,
theyre, there.